Diana Farcas

Motivations and Cross-Cultural Adaptation of Self-Initiated Expatriates, Assigned Expatriates, and Immigrant Workers: The Case of Portuguese Migrant Workers in the United Kingdom:

Only in recent years have immigrant workers, assigned expatriates, and self-initiated expatriates been distinguished from each other. This study contributes by offering empirically based comparative results based on interviews with 50 Portuguese citizens who moved to the United Kingdom, as self-initiated expatriates, assigned expatriates, and immigrant workers. The findings indicate that Portuguese self-initiated expatriates and assigned expatriates explored their opportunities before leaving Portugal, while immigrant workers explored them after arriving in the United Kingdom. Self-initiated expatriates and immigrant workers were driven by poor labor market situation in Portugal (e.g., unemployment, unchallenging tasks), but pull factors (e.g., professional international experience) were also identified as dominant motivators for both types of expatriates. Participants generally felt that their adaptation was easy in terms of the general (e.g., climate, food) and working (e.g., knowing one’s role and job related activities) environments. Some self-initiated expatriates and immigrant workers noted that their adaptation to interactions with locals and to accommodation was difficult. Patterns emerged linking the three types of migrant workers with motivational drivers for moving abroad and perceptions of cross-cultural adaptation. We discuss these patterns in the light of previous findings and identify future research areas.

Overcoming ageism through a new intergenerational learning paradigm: challenges and findings

Purpose The purpose of this paper is to present a programme developed and tested in Portugal under this new paradigm where young adults (18-30) and old adults (over 65) learn research skills together. Design/methodology/approach The structure of the learning experience consists in a six-month training course for lay people in research skills in three specific areas of family, mental health and intergenerational relationships. In order to apply the acquired research and intervention knowledge, participants work in intergenerational groups on a small research project. Findings Results from the first two editions of the programme indicate benefits of mutual reciprocity in the contribution to tackle ageism and trust between generations. Research limitations/implications The potential practice implications for this type of intergenerational programme are significant, considering the increasing aging population in Portugal and the high ageism present. However, the authors may ask if the encountered results are the same with another type of learning subject. Therefore, the authors recommend a replication of this study/programme in other fields. Practical implications An integrated active ageing goes from a senior cultural entertainment to a public policy intervention sustained over time, reducing costs in terms of health, education and social services. Social implications Ageism, that is to say discrimination against people because of their age, is an enormous social problem. The new intergenerational learning paradigm can help to address this by emphasizing the importance of the intergroup contact between generations where each group can learn from and teach the other. Originality/value The authors can say that these first two editions of the Intergenerational University was a first outlook of how the authors can innovate learning processes at universities and bring research to the public. It is a methodology of social responsibility universities may adopt.

Is There a Paradox of Adaptation in Immigrant Children and Youth across Europe? : A Literature Review

This review examines how well children of immigrants in Europe are doing in terms of educational, psychological, and behavioral outcomes. Based on theory and research in developmental, social and acculturation psychology fields, we explore the immigrant paradox (e.g., first-generation immigrant children show better adaptation in comparison to their native and second-generation counterparts) and migration morbidity (e.g., immigrants display less favorable outcomes than natives) in 102 studies conducted in 14 European countries. We conclude that theoretical assumptions of developmental (e.g., promoting context in families, schools, neighborhoods), social (e.g., intercultural behaviors and attitudes, lack of discrimination) and acculturation psychology (e.g., cultural maintenance and adoption, biculturalism) are powerful constituents for optimal adaptation of immigrant children and youth. Taken together, these constituents should guide policies and programs targeting optimal outcomes for children of immigrants. A discussion within empirically based policy practices to promote positive outcomes of young immigrant populations in Europe is offered.

Evidence Review on Labour Market and Job Place Retention: Mentoring Pathways Towards Employment

ABSTRACT In Europe, there are four main active labour market programs: training, job search assistance, wage subsidies and subsidized public sector employment. Literature indicates that among all four, job search assistance, which includes mentoring, is the active employment policy with the most positive results. This paper, an output of an European funded project work package, is aimed to answer the question ‘What is there that says that mentoring is effective in job place retention?’ In order to answer this question, we conducted a literature review. In terms of content, our literature review’s results could be categorized into 14 main topics: Retention, Employee, Supervisor, Leadership, Education, Health Care, Management & Marketing, ICT & IT, Finance, Programme, Benefits, Mentee, Mentor, Less positive about mentoring. In addition to the academic literature review, we conducted a review in four different EU countries: Cyprus, Romania, Hungary and Portugal. Based on these reviews we will discuss the recommendations considering the three types of actors present in an effective mentoring process: mentoring coordinator, mentor and mentee.